Evaluating principal effectiveness

1. Evaluating principal effectiveness Focal Point 2012

2. For many, we are their last best hope.

3. They will need our best work.

4. Battle for LA video

5. What is the point?

6. Purposes Accurately, fairly, and rigorously assess principal effectiveness Provide feedback and develop capacity Make decisions related to who will lead schools Raise student achievement

7. Purposes Being crystal clear with principals about what the district values In some places differentiate compensation Meet legal requirements

8. What if principals were the key?

9. Support Results PRINCIPALS Student Achievement Metrics Quality of Instruction Philosophy/ Culture

10. Support Support Results Results Student Achievement Metrics Quality of Instruction Philosophy/ Culture PRINCIPALS Teachers Metrics

11. Support Support Results PRINCIPALS Central Office School Supervision Results Other departments Student Achievement Quality of Instruction Metrics Philosophy/ Culture Support Metrics Metrics

12. Seven Considerations 1. What does a great school look like? 2. What do effective principals do? 3. How will principal effectiveness be monitored? 4. Is there a process in place for developing principals?

13. Seven Considerations 5. What are the District’s Core Beliefs? 6. How is accountability defined? 7. What is the capacity of the evaluators?

14. How ready is your district?

15. Readiness Assessment • There is agreement amongst the leaders in our district about what a great school looks like. • There is agreement amongst the leaders in our district about what effective leaders do. • The leaders in our district are clear about how effectiveness of what they do will be monitored. • There is a process in place to develop current and perspective leaders in our district.

16. Readiness Assessment 5. Leadership of our district is in agreement regarding the top three priorities for this year. 6. Leadership of our district is in agreement that the above priorities are the three top priorities that are most important for our mission. 7. Leaders know and are in agreement with how accountability for their work will be defined.

17. Readiness Assessment 8. There is agreement amongst the leadership in our district that accountability and evaluation are fair, accurate and rigorous. 9. Leadership at all levels of our district has the capacity to lead and evaluate others. 10. Feedback on progress is provided regularly to all leaders in our district. 11. Leaders in our district can clearly define their roles and who will be evaluating them.

18. Readiness Assessment • The leaders in our district would say they have the support they need to do their jobs well. • Overall, our leadership is ready for an evaluation instrument that is fair, accurate and rigorous.

19. The Focal Point Principal Practice Evaluation Instrument Please refer to the handouts

20. The Focal Point Principal Practice Evaluation Instrument Aligns to ISLLC Standards of 2008. Is fair rigorous and accurate. Is proven and tested. Provides support for district leaders based on needs assessment. Is part an aligned system can be used to increase overall systemic effectiveness.

21. Million Dollar Baby Video

22. What Focal Point says about effective principals…

23. Great principals lead.

24. They improve the quality of instruction. • Keep the focus on instruction • Are good at instruction • Good, first instruction • Curriculum alignment • Develops staff

25. Get results – improve achievement

26. Establish the “philosophy” and culture of the school

27. Measuring Principal Effectiveness – the Metrics

28. Performance areas Leadership The instructional program Staff development Effective management Professional responsibilities

29. LEADERSHIP

30. THE INSTRUCTIONAL PROGRAM

31. EFFECTIVE MANAGEMENT

32. PROFESSIONAL RESPONSIBILITIES

33. PRINCIPAL EFFECTIVENESS

34. 2013-2014 • How does your new, ideal evaluation system differ from the system you have now?

35. 2013-2014 • What are the top three things you would want to be evaluated on? • Would anything need to change in the way you are currently evaluated?

36. How will your evaluator know when you have done well?

37. How will principal effectiveness be monitored?

38. New Jersey Interim Report • Measures of effective practice (40%) • Recommendation to adopt the Educational Leadership Policy Standards (ISLLC) • Districts to choose from a list of state-approved rubrics, templates, and tools • May receive a waiver if the District has a more rigorous locally developed tool

39. New Jersey Interim Report • Retention of effective teachers (10%) • Principal’s effectiveness in improving teacher effectiveness • Growth of teachers’ rating • Principal’s effectiveness in recruiting and retaining effective teachers • Principal’s effectiveness in exiting ineffective teachers

40. New Jersey Interim Report • Measures of Student Achievement (50%) • Aggregated performance on statewide assessments (35%) • School-specific achievement goal (15%) • Such as graduation rate increase • Could be multiple measures

41. Support Metrics

42. What does support look like? • Professional development of principals? • Trainings • Job-embedded coaching • Professional learning community • Instructional support? • Help in coaching teachers • Curriculum alignment • Curriculum maps and assessments

43. What does support look like? • Human capital management? • Recruitment and selection of teachers • Removing ineffective teachers • Defined autonomy? • Focus on results • Budget and other resources

44. What does support look like? • Leadership development? • Accurate evaluations? • Clear expectations • Effective feedback • Use of data • Mid-year reviews • System review

45. What does support look like? • The District working systemically? • Focus • Aligned system • Central Office goals related to support? • Competent evaluators with time to coach?

47. The need is great.

48. The challenges many . . .

49. They will need your best work.

50. Lead well!